Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten

Autor/inn/en	Cameron, Claire E.; Kim, Helyn; Duncan, Robert J.; Becker, Derek R.; McClelland, Megan M.
Titel	Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten
Quelle	62 (2019), S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Cameron, Claire E.) ORCID (Kim, Helyn) ORCID (Becker, Derek R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
Schlagwörter	Cognitive Ability; Academic Ability; Executive Function; Spatial Ability; Kindergarten; Mathematics Skills; Reading Skills; Writing Skills; Perceptual Motor Coordination; Visual Perception; Grade 1; Emergent Literacy; Achievement Gains; Word Recognition; Oregon; South Carolina; Beery Developmental Test of Visual Motor Integration; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Denkfähigkeit; Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Körperkoordination; Visuelle Wahrnehmung; School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Achievement gain; Leistungssteigerung; Worterkennung
Abstract	This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N=555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF task, the Beery-Buktenica test of Visuo-motor Integration (Beery VMI), and Woodcock-Johnson subtests of Applied problems and Letter-word identification. Bidirectional analyses showed that all T1 skills predicted at least one other skill, with T1 HTKS and T1 Applied problems predicting all skills. In addition, improving from T1 to T2 in Applied problems was associated with improvements in all skills using random effects analyses, based on differences between children nested in kindergarten classrooms. This overall pattern of results was confirmed using fixed effects analyses, which examined only within-child variability. We conclude that multiple skills undergird early mathematics learning and vice versa. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01